The Impacts Of Confucius Theory-Based Strategy Forteaching Chinese Oral Reading On Grade 6 Students Of Phuket Thaihua ASEAN Wittaya School
Journal Title: IOSR Journal of Research & Method in Education (IOSRJRME) - Year 2018, Vol 8, Issue 4
Abstract
The aims of this research were to investigate the students’ achievement in learning Chinese oral reading using the Confucius Theory-Based Strategy, to survey the students and their parents’ opinions toward learning Chinese oral reading using the Confucius Theory-Based Strategy.This study used dependent-samples ttest to test the students’ achievements from the pretest and posttest scores. The purposive selected samples of this study were 26 Grade 6 students of Chinese program and their 26 parents. The survey of students and their parents to find their opinions was used one-sample t-test to test the opinion level in each question. SPSS program of one-tailed Dependent-Samples t-test was used for pretest and posttest analysis. Questionnaires were analyzed to result the opinions of students and parents by using simple calculation to obtain percentage. The results showed that the improvement of the students’ Chinese knowledge increased according to the mean difference of 12.50. The top three opinions of students showed that 1) the teaching methods using Confucius Theory-Based Strategy were suitable (80.77%), 2) the clarity of their aims to learn Di ZiGui textbook was not clear enough (76.92%), 3) the best methodwas modern learning (69.23%), the Chinese text was difficult (69.23%), and the teaching method was suitable (69.23%). The top three opinions of parents showed that 1) the happiness was the source of students preference in Di ZiGui learning (84.61%), 2) the parents agreed to have their children continuestudying Chinese (80.77%), they thought the best method to manage students was to award them (80.77%), and 3) the combination of Chinese learning abilities for their children would be used in learning Chinese (65.38%).
Authors and Affiliations
Dou Lifeng, Supinda Lertlit
Keywords
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- EP ID EP413810
- DOI 10.9790/7388-0804033337.
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